THE IMPACT OF THE VIRTUAL LABORATORY ON THE PHYSICS LEARNING PROCESS
DOI:
https://doi.org/10.17770/sie2019vol5.3804Keywords:
abilities, interactions, physics education, skills, strategic decisions, sustainable competitive advantage, virtual laboratoryAbstract
ICT has invaded the educational process and is providing us with many opportunities to exploit. An additional challenge faced by Physic educators has been the integration of Virtual laboratories in the teaching process. In recent years, Inquiry-Based Science Education has proved its efficacy in education by expanding on “traditional” lessons and motivating students to actively participate in science. Digital technologies support necessary educational innovations and can be the catalyst for change in educational patterns (in regard to its form, space, functions, services, tools, roles, procedures). Virtual laboratories are an essential digital tool. In fact, many Latvian schools are equipped with computer classes, tablets and high-speed internet connection while using a huge variety of web-based learning applications, simulations and visualizations. The paper evaluates necessary skills and abilities which can be developed at the secondary level, analysing and planning the interaction between the physics education process and technological development. The article also highlights the direction of future research. The paper evaluates necessary skills and abilities which can be developed at the secondary level, analysing and planning the interaction between the physics education process and technological development. The article also highlights the direction of future research
Downloads
References
Attali, Y., & Tamar, F. (2000). The Point-Biserial as a Discrimination Index for Distractors in Multiple-Choice Items: Deficiencies in Usage and an Alternative. Journal of Educational Measurement, 37, 77-86.
Ballantyne, C. (2000). Multiple-Choice Tests: Test Scoring and Analysis. Retrieved from http://cleo.murdoch.edu.au/evaluations/pubs/mcq/scpre.html
Basher, H., & Isa S.A. (2006). On-Campus and Online Virtual Laboratory Experiments with LabVIEW, Conference Paper SoutheastCon. DOI: 10.1109/second.2006.1629372 ·
Basher, H., Isa, S.A. (2008). Laboratory experiments using NI ELVIS. Conference: Southeastcon, 2008. IEEE. DOI: 10.1109/SECON.2008.4494323
Brooks, M.G., & Brooks, J.G. (1999). The courage to be constructivist. Journal Educational Leadership, 57(3). 31- 37.
Bybee, R. (2014). NGSS and the next generation of science teachers. Journal of Science Teacher Education, 25(2), 21- 22.
Cābelis, A. (2018). Metodiskais materiāls. Rīga:Valsts izglītības satura centrs.
Gonzalez-Gomez, D., et al. (2013). Automatic Web-Based Grading System: Application in an Advanced Instrumental Analysis Chemistry Laboratory, Journal of chemical education, 90(3), 308- 314. DOI: 10.1021/ed3000815.
Kehoe, J. (2005). ITEMAN Online Manual. Assessment Systems Corporation. Basic Item Analysis for Multiple-Choice Tests. Retrieved from: http://www.assess.com.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory Previous research and new directions.
Pellegrino, J. W. & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press, 456- 461.
Perez, R. (2010). The top 100 Tableau Public Visualizations. Retrieved from: https://www.tableau.com/about/blog/2010/07/top-100-tableau-public-visualizations#rIHT4gfeirPEb23H.99.
Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrovičs, V., & Jovanovičs, K. (2016). Virtual laboratories for education in science, technology, and engineering: Journal Computer & Education, Volume 95, 309- 327. Retrieved from: https://doi.org/10.1016/j.compedu.2016.02.002.
Tatli, Z., & Ayas, A. (2013). Effect of a Virtual Chemistry Laboratory on Students' Achievement. Educational Technology & Society, 16, 159-170.
